High challenge, high support: Integrating language and content instruction for diverse learners in an English literature classroom

2006 ◽  
Vol 5 (4) ◽  
pp. 269-283 ◽  
Author(s):  
Jennifer Hammond
Keyword(s):  
English Literature ◽  
Diverse Learners ◽  
Literature Classroom ◽  
High Support

scholarly journals The CanLit Dinner Party: Feasting on Books in the Literature Classroom

2016 ◽  
Vol 7 (1) ◽  
Author(s):  
Shelley Boyd ◽  
Nicole Hollinson
Keyword(s):  
Experiential Learning ◽  
English Literature ◽  
Literature Classroom ◽  
Writing Assignments ◽  
Essay Writing ◽  
Dinner Party ◽  
Canadian Literature ◽  
Art Installation ◽  
Central Topic ◽  
Classroom Assignment

This article examines the “CanLit Dinner Party”, a multimedia exhibition undertaken in an undergraduate seminar on Canadian literature where food was the central topic. Modelled in part after Judy Chicago’s art installation The Dinner Party, this 24-hour exhibition featured interpretive plates inspired by literary food scenes. As a form of experiential learning, the classroom assignment was designed to enhance the students’ critical appreciation for the art of storytelling through food, to think across disciplines, and to synthesize food-related themes studied over the course of the semester. A departure from essay-writing assignments typically found in English literature courses, the “CanLit Dinner Party” underscored food’s role as a cultural idiom by requiring students to engage with its material dimensions.

scholarly journals Interarts Studies in the English/Literature Classroom

2012 ◽  
Vol 55 ◽  
pp. 1259-1264
Author(s):  
Solange Viaro Padilha ◽  
Priscila Fernanda Furlanetto
Keyword(s):  
English Literature ◽  
Literature Classroom

scholarly journals ESCAPE ROOM AS A MOTIVATING TOOL IN THE ENGLISH LITERATURE CLASSROOM AT TERTIARY EDUCATION

2021 ◽  
Author(s):  
Madalina Armie ◽  
◽  
José Francisco Fernández Sánchez ◽  
Verónica Membrive Pérez
Keyword(s):  
English Language ◽  
Deductive Reasoning ◽  
Tertiary Education ◽  
English Literature ◽  
Literature Classroom ◽  
Pedagogical Tool ◽  
Specific Objective ◽  
Teaching Learning ◽  
Literature Class ◽  
The Impact

The escape room, also known as escape game, is a gamification tool that aims to promote increased motivation and improved teamwork (Wood & Reiners, 2012). Recently, escape rooms have achieved prominence in the classroom as pedagogical instruments valid for any type of discipline. In the educational field in particular, the escape room can be defined as an action game in real time where the players, in teams, solve a series of puzzles or problems and carry out tasks related to the curricular contents worked on throughout the course, in one or more rooms with a specific objective and at a specific time (Nicholson, 2015). To do this, learners must put into practice the knowledge acquired about a particular subject, as well as their creative and intellectual abilities, and deductive reasoning. Despite being a pedagogical tool that has emerged as an innovative element in the last five years or so, the use of escape rooms for teaching-learning the English language at different educational levels has been studied qualitatively and quantitatively (Dorado Escribano, 2019; López Secanell & Ortega Torres, 2020). However, there is no study on the applicability of the escape room in the English literature classroom at the tertiary educational level. This paper aims to demonstrate how the inclusion of this innovative pedagogical tool can serve not only for teaching the language, but also for working on theoretical-practical contents of subjects focused on literary studies of the Degree in English Studies. In order to achieve the proposed objectives, the study will focus on the identification of types of exercises to implement as part of the educational escape room aimed at a sample of students; the preparation of tests/ exercises based on the established objectives; the design of a pre- and a post- questionnaire based on the established objectives; the implementation of the escape room in the literature class and the evaluation of the impact of this educational tool to foster students’ motivation.

scholarly journals Online Discussion via Facebook Messenger: Impact on students’ test performance of William Golding’s “Lord of the Flies”

2019 ◽  
Vol 9 (2) ◽  
pp. 4782-4787
Keyword(s):  
Undergraduate Students ◽  
Test Performance ◽  
English Language ◽  
Online Discussion ◽  
English Literature ◽  
Online Discussions ◽  
Self Directed Learning ◽  
Literature Classroom ◽  
Quasi Experimental ◽  
Lord Of The Flies

The teaching of literature component in the English language classroom heavily relies on the traditional methods like "tell them and test them"[1]. Recent development and advancement of technology have called for a transformation in the literature classroom through the incorporation of internet technologies and applications with emphasis on self-directed learning by means of online discussion and negotiation. Thus, this study aims to explore the potential of technology integration in the literature classroom through the utilization of an online discussion platform. The objective is to examine its impact on students' test performance of William Golding's “Lord of the Flies”. This quasi-experimental study was conducted at a university in Iraq and forty-five undergraduate students enrolled in an English language course participated. The students were assigned to groups of four members and collaborated on Facebook Messenger as the online discussion platform for five weeks on various aspects of the novel. Scores from students English literature pre- and post-tests were analyzed descriptively and also using a paired sample t-test. Results revealed that there was a statistically significant increase in the students’ pre and post-test scores. This indicates that the use of online discussions to understand and learn various elements of the literary text was significantly impactful and the approach is recommended for the literature classroom to help improve the students' responses to the text and test performance.

scholarly journals INTEGRATION OF FACEBOOK MESSENGER IN THE ENGLISH LITERATURE CLASSROOM: LEARNERS’ ATTITUDES AND PERCEPTIONS

2019 ◽  
Vol 7 (6) ◽  
pp. 988-999
Author(s):  
Raed Nafea Farhan ◽  
Zailin Shah Yusoff
Keyword(s):  
Online Discussion ◽  
Traditional Approach ◽  
English Literature ◽  
Critical Discussion ◽  
Discussion Forum ◽  
Literature Classroom ◽  
Online Discussion Forum ◽  
Positive Attitudes ◽  
Attitudes And Perceptions ◽  
The University

Purpose: The purpose of the study was to evaluate learners’ attitudes and perceptions toward the integration of online discussion forum via Facebook Messenger into the EFL/ literature classroom.  Methodology: For this research, a convenience sampling method was used to collect 45 samples through a questionnaire to gauge learners’ attitudes and perceptions of using the online discussion forum for learning the literature from those who are incorporated for group discussions on the course’s prescribed novel, Lord of the Flies. The research data was analyzed for descriptive statistics using SPSS version 20. Main Findings: The results of the experimental study revealed that the respondents’ positive attitudes towards the integration of ODF (Overall Mean = 4.03, SD = 0.84) and perceptions on the effects of online discussion forum on learning the novel were revealed (Overall Mean = 3.99, SD = 0.87). Thus, this study proposes an online discussion forum as an invaluable element to enhance the teaching of the literature component in the EFL classroom. Applications: This study proposes ODF as an invaluable element to enhance the teaching of the literature component in the EFL/ ESL classroom based on the learners’ positive attitudes and perceptions. It is conducted at the University of Anbar in Iraq. Undergraduate EFL learners who were enrolled in the English language course at the Department of English, College of Education for Humanities participated in the study. It can be used by literary students, from universities and other literary centers. Novelty: Industrial revolution 4.0 requires a shift from face-to-face lecture approach to a technology-enhanced environment whereby learners can take responsibility for their own learning through collaboration, critical discussion, and negotiation. Taking up this challenge, online discussion forum (ODF) via Facebook Messenger was first introduced into the EFL literature classroom at the University of Anbar, Iraq to replace the predominantly used traditional approach.

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